Bloom’s Taxonomy of Educational Objectives.ppt

Eileen Herteis, The Gwenna Moss Teaching Learning Centre Bloom’s Taxonomy How will it impact in your classroom? Eileen Herteis The Gwenna Moss Teaching Learning Centre What is Bloom’s Taxonomy? A theory to identify cognitive levels (Levels of thinking) Represents the full range of cognitive functioning up to and including adult levels Not necessarily demonstrated by all children These levels can be improved with practice Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom’s Taxonomy Provides 1. The basis for creating C-L-E-A-R student learning expectations: Comprehensible to students Learner-Centered Evident, observable in fulfillment Attainable, but of a high standard Related to the course content and goals Bloom’s Taxonomy Provides 2. Cues for asking questions that stimulate classroom discussion 3. A framework for ensuring that you encourage students’ higher-order thinking skills Note: This is a taxonomy, not a hierarchy. In the following slides This column represents the learner behaviour or outcome you desire or wish to test. This column represents the verbs which should start the learning expectations or questions. 1. Knowledge (low level thinking) The learner should be able to Acquire specific facts, ideas, or vocabulary Recall and move information from short-term to long-term memory Cues and starter verbs include Define List Record Repeat Name Recall 2. Comprehension (low level thinking) Learners should be able to Grasp the meaning of material learned Communicate what has been learned and interpret it Reach understanding Cues and starter verbs include Describe Discuss Explain Identify Locate Report 3. Application (low level thinking) The learner should be able to Use learned knowledge in new or concrete ways, or to solve new problems Cues and starter verbs include Apply Illustrate Demonstrate Dramatize Employ Use 4. Analysis (high level thinking) The learner should be able to Take id